Increasing Student Interest in Learning Using E-Flipbook Learning Media
Article Sidebar
Main Article Content
Abstract
Education is a field that is very much needed by the country which requires special attention from all walks of life, the progress and success of education in Indonesia is not only the government which is responsible, but all of us are also responsible for the success of education both the teachers, parents, even student. In the era of globalization, technological developments can affect all aspects of human life, and the educational aspect is one of them. One of the learning media that can be used for students studying at school or home is by using e-flipbook learning media. E-flipbooks that are now in great demand by the public are digital books or e-flipbooks where book pages can be opened and read on a computer monitor screen. The form of research used is classroom action research (PTK). Based on research on cycle I and cycle II, economic learning through the application of eflipbook media provides a different variation from the learning activities that were usually carried out by the previous teacher and this can be seen from the attention of students who feel happy and enthusiastic about carrying out learning activities.
Article Details
Section
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
References
Alfarizi, M., & Herdiansyah, H. (2024). Innate green propensity: Precursors of ecopreneurial intentions among Indonesian Education Human Resources University. The International Journal of Management Education, 22(2), 100977. https://doi.org/10.1016/j.ijme.2024.100977
Arslanyilmaz, A., & Sullins, J. (2023). Eye-gaze data to measure students’ attention to and comprehension of computational thinking concepts. International Journal of Child-Computer Interaction, 38, 100414. https://doi.org/10.1016/j.ijcci.2021.100414
Atik, Ş., Aparisi, T. D., & Raslan, R. (2024). Mind the gap: Facilitating early design stage building life cycle assessment through a co-production approach. Journal of Cleaner Production, 464, 142803. https://doi.org/10.1016/j.jclepro.2024.142803
Canillas del Rey, F., & Canillas Arias, M. (2025). Exploring the potential of artificial intelligence in traumatology: Conversational answers to specific questions. Revista Española de Cirugía Ortopédica y Traumatología, 69(1), T38–T46. https://doi.org/10.1016/j.recot.2024.11.005
Fazel, H., & Sayaf, A. (2025). Social media integration in marketing education: A way forward to improve engagement and learning outcomes. Computers in Human Behavior Reports, 17, 100595. https://doi.org/10.1016/j.chbr.2025.100595
Han, J., Hwang, S., Muirhead, F., & Cai, J. (2024). Exploring middle school teachers’ views about problem-posing tasks. The Journal of Mathematical Behavior, 73, 101140. https://doi.org/10.1016/j.jmathb.2024.101140
Han, X. (2025). Research on english e-learning teaching model based on digital entertainment and gamification experience: Interactive teaching experience. Entertainment Computing, 52, 100867. https://doi.org/10.1016/j.entcom.2024.100867
Jung, Y., & Wise, A. F. (2025). How students engage with learning analytics: Access, action-taking, and learning routines with message-based information to support collaborative annotation. Computers & Education, 232, 105280. https://doi.org/10.1016/j.compedu.2025.105280
Keedle, H., Young, K., Arundell, F., & Burns, E. (2024). Midwifery student engagement with digital interactive books: A cross sectional survey. Women and Birth, 37(6), 101826. https://doi.org/10.1016/j.wombi.2024.101826
Mwadzaangati, L., & Adler, J. (2024). Teachers’ engagement with language practices through a geometry lesson study. The Journal of Mathematical Behavior, 76, 101207. https://doi.org/10.1016/j.jmathb.2024.101207
Pan, M., Lai, C., & Guo, K. (2025). Effects of GenAI-empowered interactive support on university EFL students’ self-regulated strategy use and engagement in reading. The Internet and Higher Education, 65, 100991. https://doi.org/10.1016/j.iheduc.2024.100991
Qianyi, Z., & Zhiqiang, L. (2024). Learning motivation of college students in multimedia environment with machine learning models. Learning and Motivation, 88, 102046. https://doi.org/10.1016/j.lmot.2024.102046
Rollan, K. (2024). Grounded theory study of engagement of non-governmental organisations in inclusive education reform in Central Asia. International Journal of Educational Development, 111, 103167. https://doi.org/10.1016/j.ijedudev.2024.103167
Seah, L. H. (2023). An exploratory study of teachers’ metalanguage use to support student writing in science: Foregrounding the science-language connections. Linguistics and Education, 78, 101253. https://doi.org/10.1016/j.linged.2023.101253
Senthil, G. ., & Prabha, R. (2025). A revolutionizing multimedia game as a service (GaaS) language education: Enhanced Multi-Access edge computing and mixed reality for computer vision. Entertainment Computing, 54, 100954. https://doi.org/10.1016/j.entcom.2025.100954
Singh, T., & Chakraborty, S. (2025). Chromium-catalyzed transfer hydrogenation of CO 2 to formate using isopropanol under ambient pressure. Catalysis Science & Technology, 15(3), 689–695. https://doi.org/10.1039/D4CY01329H
Steacy, L. M., & Compton, D. L. (2019). Examining the role of imageability and regularity in word reading accuracy and learning efficiency among first and second graders at risk for reading disabilities. Journal of Experimental Child Psychology, 178, 226–250. https://doi.org/10.1016/j.jecp.2018.09.007
Strandberg, A., & van Rijt, J. (2024). Grammatical and rhetorical reasoning in upper secondary students’ collaborative talk about a literary text. Linguistics and Education, 84, 101359. https://doi.org/10.1016/j.linged.2024.101359
Strasser, K., Balladares, J., Grau, V., Marín, A., & Preiss, D. (2023). Efficacy and perception of feasibility of structured games for achieving curriculum learning goals in pre-kindergarten and kindergarten low-income classrooms. Early Childhood Research Quarterly, 65, 396–406. https://doi.org/10.1016/j.ecresq.2023.08.006
Suto, S., & Nakayama, T. (2025). Development of a learning needs assessment tool for perioperative nurses: A methodological study. Nurse Education Today, 148, 106621. https://doi.org/10.1016/j.nedt.2025.106621
Wallace, H. J., & Harvey, T. M. (2024). ‘Listen with an open-heart always’ – A qualitative study exploring transformational learning opportunities for Australian midwifery students participating in a virtual international study experience. Nurse Education in Practice, 81, 104174. https://doi.org/10.1016/j.nepr.2024.104174
Yadav, K., & Mukherji, A. (2024). Classrooms vs screens: Learning outcomes from a business school. IIMB Management Review, 36(3), 202–212. https://doi.org/10.1016/j.iimb.2024.05.003
Zhang, C., & Dai, K. (2024). Enhancing Chinese students’ willingness to communicate (WTC) in EMI classrooms: Do learning motivation and academic self-efficacy matter? Learning and Motivation, 87, 101997. https://doi.org/10.1016/j.lmot.2024.101997
Zhen, D., Qiao, Y., Liu, F., Liu, X., Pan, S., & Peng, Q. (2025). Unveiling the interaction between micelles of different surface-active ionic liquids and peptide drug HPV16E749-57. Materials Today Chemistry, 45, 102662. https://doi.org/10.1016/j.mtchem.2025.102662